Document Type

Article

Publication Date

6-2024

Publisher

Elsevier

Source Publication

Clinical Simulation in Nursing

Source ISSN

1876-1399

Original Item ID

DOI: 10.1016/j.ecns.2024.101528

Abstract

Background

Providers’ diagnostic skills and reasoning are essential to the health and safety of patients and the healthcare system. Simulation is a promising modality for improving diagnostic reasoning, with the ability to practice, receive feedback, and reflect in a safe learning environment.

Methods

This study used a quasi-experimental, pretest/posttest one group design to investigate the effect of a 5-week intervention screen-based simulation intervention on metacognitive awareness, knowledge, and diagnostic reasoning factors in family nurse practitioner students in their final semester of clinical coursework. Univariate descriptive statistics were used to describe demographic data and study variables. Paired sample t-tests were used to examine differences in the three study variables pre- and postintervention.

Results

In the study sample of 72 students, there were statistically significant increases (p< .001) in knowledge, metacognitive awareness, and diagnostic reasoning scores from pretest to posttest after a screen-based simulation intervention.

Conclusions

Findings of this study suggest that the overall improvement in students’ metacognition and knowledge led to an improvement in diagnostic reasoning, which could lead to accurate diagnosis and prevent errors.

Comments

Accepted version. Clinical Simulation in Nursing, Vol. 91 (June 2024): 101528. DOI. © 2024 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. Used with permission.

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